Leitura e contação de histórias na Educação Infantil: do ambiente escolar ao familiar

Abstract

The present study is entitled “Reading and Storytelling in Childhood Education: from school to home environment”. It is a bibliographical research about the theme, and it is based on studies from Zeni (2018); Cardoso e Farias (2016), followed by the application of surveys which contain open and closed questions to relatives and teachers from childhood schools in Caicó/RN. Open questions were evaluated according to Bardin (2016) content analysis. In this context, the surveys aim to discuss the topic by highlighting the importance of the two narrative practices to children development, as for the teachers as for the families that perform those activities at home. Under this purpose, 14 relatives and 17 teachers have responded the surveys. Bibliographic search was developed under references from Alves (2011); Bezerra (2017); Botini e Farago (2014); Silva (2014); Helena (2018); Prodanov e Freitas (2013), as well as from some Brazilian Children Education official documents, as Common National Curriculum Base (BNCC, 2018) and the Brazilian Curricular Directives for Childhood Education (1998). Analysis of the survey records have pointed that Reading and Storytelling practices are admittedly important between teachers and families referring to children learning both in Childhood Education environment and in the family one.